Answer:
x-intercept - x = 1/2y - 3.15
y-intercept - y = 2x + 6.3
Step-by-step explanation:
For x,
-6x + 3y = 18.9
-6x = -3y + 18.9
x = -3y/-6 + 18.9/-6
x = 1/2y - 3.15
For y,
-6x + 3y = 18.9
3y = 6x + 18.9
y = 6x/3 + 18.9/3
y = 2x + 6.3
How do I find the inverse of a matrix?
Final answer:
To find the inverse of a matrix, follow these steps: 1. Check if the matrix is square and has a non-zero determinant. 2. Use the formula for finding the inverse of a 2x2 matrix. 3. For larger matrices, use row reduction or the adjugate matrix.
Explanation:
To find the inverse of a matrix, follow these steps:
Check if the matrix is square (the number of rows equals the number of columns). If it is not, then the matrix does not have an inverse.
Calculate the determinant of the matrix. If the determinant is 0, then the matrix does not have an inverse.
If the matrix is square and has a non-zero determinant, use the formula for finding the inverse of a matrix. For a 2x2 matrix:
A-1 = 1/det(A) * [d -b;
-c a]
where A is the original matrix, A-1 is the inverse matrix, det(A) is the determinant of A, and a, b, c, and d are the entries of A.
If the matrix is larger than 2x2, you can use methods such as row reduction or the adjugate matrix to find the inverse.
What is the answer to 15% of $9 is
Answer:
1.35
Step-by-step explanation:
$9=100%
15% x
----- = ----
100% 9
Cross multiply:
100x=135
Solve:
x=1.35
15% of $9 is $1.35
:)
Answer: $1.35
Step-by-step explanation: To find 15% of $9, first write 15% as a decimal by moving the decimal point 2 places to the left to get .15.
Next, "of $9" means times 9 so we multiply .15 times 9 or (.15)(9) which gives us 1.35. So 15% of $9 is $1.35.
Missing some of the data points in the sample is a:
interpretation error.
data collection error.
measurement error.
sampling error.
Answer:
data collection error
Answer:
B. Data Collection Error.
Step-by-step explanation:
Drag the tiles to the boxes to form correct pairs.
Quadrilateral ABCD has vertices Al-3,4), B(1,3), C(3,6), and D(1,6). Match each set of verti
transformation that shows it is congruent to ABCD.
E(-3,-4), F(1,-3), G(3,-6), and H(1,-6)
a translation 7 units
E(-3,-1), F(1,-2), G(3, 1), and H(1,1),
a reflection across th
E(3,4), F(-1,3), G(-3, 6), and H(-1,6)
a reflection across th
E(4,4), F(8,3), G(10,6), and H(8,6),
a translation 5 units
Answer:
Correct Pairs:
E(4, 4), F(8, 3), G(10, 6), and H(8, 6) ⇒ a translation 7 units right
E(3,4), F(-1,3), G(-3, 6), and H(-1,6) ⇒ a reflection across the y-axis
E(-3,-4), F(1,-3), G(3,-6), and H(1,-6) ⇒ a reflection across the x-axis
E(-3,-1), F(1,-2), G(3, 1), and H(1,1) ⇒ a translation 5 units down
Step-by-step explanation:
In Mathematics Geometry, translation just means 'moving'. A move without altering the size, rotation or anything else. When you perform a translation on a shape, the coordinates of that shape will change.
Translation right means you would add the translated unit to the x-coordinates of the of the point, let say P(x, y), in the original object.
Translation down means you would subtract the translated unit from the y-coordinates of the of the point, let say P(x, y), in the original object.
In Mathematics, a reflection just means a 'flip' over a line.
A reflection across x axis means, if a point P(x, y) is reflected across the x-axis, the x coordinate remains the same, while y coordinate changes its sign. i.e. the point (x, y) is changed to (x, -y).
A reflection across y axis means, if a point P(x, y) is reflected across the y-axis, the y coordinate remains the same, while x coordinate changes its sign. i.e. the point (x, y) is changed to (-x, y).
Now, lets head towards the solution:
Analyzing "a translation 7 units right"
As the given ABCD Quadrilateral has vertices as A (-3, 4), B (1, 3), C (3, 6) and D (1, 6).
As EFGH is congruent to ABCD.
And
A translation of ABCD 7 units right would bring the following transformation:
A (-3, 4), B (1, 3), C (3, 6) and D(1, 6) ⇒ A'(4, 4), B'(8, 3), C'(10, 6), and D'(8, 6)
As EFGH ≅ ABCD
So,
Here are the matching vertices when a translation 7 units right is made:
E(4, 4), F(8, 3), G(10, 6), and H(8, 6) ⇒ a translation 7 units right
Analyzing "a reflection across the y-axis"
As the given ABCD Quadrilateral has vertices as A (-3, 4), B (1, 3), C (3, 6) and D (1, 6).
As EFGH is congruent to ABCD.
And
A reflection of ABCD across the y-axis would bring the following transformation:
A(-3, 4), B (1, 3), C(3, 6) and D(1, 6) ⇒ A' (3, 4), B'(-1, 3), C'(-3, 6) and D'(-1, 6)
As EFGH ≅ ABCD
So,
Here are the matching vertices when a reflection across the y-axis is made:
E(3,4), F(-1,3), G(-3, 6), and H(-1,6) ⇒ a reflection across the y-axis
Analyzing "a reflection across the x-axis"
As the given ABCD Quadrilateral has vertices as A (-3, 4), B (1, 3), C (3, 6) and D (1, 6).
As EFGH is congruent to ABCD.
And
A reflection of ABCD across the x-axis would bring the following transformation:
A(-3, 4), B (1, 3), C(3, 6) and D(1, 6) ⇒ A' (-3, -4), B'(1, -3), C'(3, -6) and D'(1, -6)
As EFGH ≅ ABCD
So,
Here are the matching vertices when a reflection across the x-axis is made:
E(-3,-4), F(1,-3), G(3,-6), and H(1,-6) ⇒ a reflection across the x-axis
Analyzing "a translation 5 units down"
As the given ABCD Quadrilateral has vertices as A (-3, 4), B (1, 3), C (3, 6) and D (1, 6).
As EFGH is congruent to ABCD.
And
A translation of ABCD 5 units down brings the following transformation:
A (-3, 4), B (1, 3), C (3, 6) and D(1, 6) ⇒ A' (-3, -1), B'(1, -2), C'(3, 1) and D'(1, 1)
As EFGH ≅ ABCD
So,
Here are the matching vertices when a translation 5 units down is made:
E(-3,-1), F(1,-2), G(3, 1), and H(1,1) ⇒ a translation 5 units down
Here is summary of matched Pairs:
E(4, 4), F(8, 3), G(10, 6), and H(8, 6) ⇒ a translation 7 units right
E(3,4), F(-1,3), G(-3, 6), and H(-1,6) ⇒ a reflection across the y-axis
E(-3,-4), F(1,-3), G(3,-6), and H(1,-6) ⇒ a reflection across the x-axis
E(-3,-1), F(1,-2), G(3, 1), and H(1,1) ⇒ a translation 5 units down
Keywords: reflection, translation, transformation
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(PLEASE HELPPPP 20 POINTS)
Marc left his house to drive to work. He slowly pulls out of his driveway at a constant speed, and then his speed increases steadily until he reaches the speed limit. He uses cruise control to drive the speed limit until he comes upon some traffic. He then slows down to a new constant speed. When he gets near his office, his speed steadily decreases until he comes to a stop right in front of his office building.
Which graph represents Marc’s drive to work?
Answer:
The 3rd picture.
Hope this helps :)
Answer:
yeah its the third picture hope this helped you
Y is equal to the sum of two and the product of three and x
Final answer:
The question involves an algebraic expression defining Y in terms of x in Mathematics.
Explanation:
The subject of this question is Mathematics.
To define the expression given, Y is equal to 2 plus the product of 3 and x, it can be represented as: Y = 2 + 3x.
This is a basic algebraic expression where Y depends on the value of x.
how many sig figs are in 10
Answer:
One (1) significant figure.
Step-by-step explanation:
All non zero digits are always significant zeros. Since there is no decimal point, the 0 is a trailing zero, and does not count as a significant figure.
The owner of a baseball stadium found that he sells an average of 586 tickets to each game when he charges an average of $59 per ticket. In addition, he found that with every $6 increase in ticket price, the average number of tickets sold decreases by an average of 4.
Which of the following functions describes the baseball stadium's profit in terms of x, the number of $6 increases over $59?
A.
P(x) = $34,574 + $3,280x - $24x2
B.
P(x) = $34,574 + $3,516x
C.
P(x) = $59 + $3,280x
D.
P(x) = $59 - $3,752x - $24x2
Answer:
A: 34574+3280x-24x^2
Answer:
A
Step-by-step explanation:
took test
U1.47.43
Lola needs to sign 96 invitations. Using a stopwatch that measures time to tenths of a second, it takes Lola 5.3 seconds to sign
her full name. Going by the accuracy of the stopwatch, which is the most accurate determination for the number of minutes
Lola needs to sign all 96 invitations?
Answer:
508.8 seconds (8.48 minutes)
Step-by-step explanation:
choose the table that represents g(x)=4f(x) when f(x)=x-5
Marley went to the candy store to buy her family some peppermints. All 4 members of her family each want 1 ¼ pound of peppermints. How many total pounds of peppermints must Marley buy?
All you must do is multiply 4 by 1 and 1/4, so 5 total pounds.
Hope this helps, if not, comment below please!!!!
A roller coaster begins at 45 feet above ground level. Then it descend 52 feet. Find the height of the coaster after the first descent
Answer:
-7 feet above the ground
Step-by-step explanation:
can someone find the slope of (2,5)and(3,6)
Answer:
The slope will be 2/2 which is equal to 1.
Answer:
Step-by-step explanation:
The slope is 2/2 which equals to 1.
If 3 inches represents 90 miles on a scale drawing, how long would a line segment be that represents 240 miles?
Answer:
8 inches
Step-by-step explanation:
90 miles -------------> represented by 3 inches
1 mile -------------> represented by 3/90 inches
240 miles ----------> represented by 3/90 x 240 = 8 inches
To determine the length of a line segment that represents 240 miles on a scale drawing, set up a proportion using the information given. The line segment would be 8 inches long.
Explanation:To determine the length of a line segment that represents 240 miles on a scale drawing, we can set up a proportion using the information given. The scale in the drawing states that 3 inches represent 90 miles. We can cross-multiply and solve for the unknown length as follows:
3 inches / 90 miles = x inches / 240 miles
To solve for x, we can multiply both sides of the equation by 240 and then divide by 90:
x inches = (3 inches / 90 miles) * 240 miles
x inches = 8 inches
Therefore, a line segment that represents 240 miles on the scale drawing would be 8 inches long.
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helpppppppp pleaseeeee
Answer:
Hence Cos X = 40/41 .
Step-by-step explanation:
Given- X Y = 41 units, Y Z = 9 units, X Z = 40 units, ∠ Z= 90°,
∵ ∠ Z = 90°, so Δ XYZ is a right triangle.
∴ By Pythagorean Theorem-
Cos X = [tex]\frac{Base}{Hypotenuse}[/tex]
Cos X = [tex]\frac{X Z}{X Y}[/tex]
Cos X = [tex]\frac{40}{41}[/tex]
I need help please and thanks
1st draw probability = 5/8
2nd draw probability = 4/7
probability of drawing two blue cards: 5/8 x 4/7 = 5/14
answer: 5/14
Devonte is balancing his checking account. His account statement does not include a deposit of $107.00 that he made on
November 1st. What is Devonte's actual account balance?
10/5
Account Statement 10/1/13 through 10/31/13
Account Number: 98765624
Deposits
Deposit $520.00
Total Deposits
$520.00
Withdraw als
#057
10/3 $78.12
#058
10/16 $14.24
Total checks
$92.36
Total Other Withdrawals
$30.00
Total Withdrawals
$122.36
Balance as of 10/31
R $1223.26
Answer:
$1,330.26
Step-by-step explanation:
The solution is, Devonte’s actual account balance is $1,330.26.
What is a checking account do?A checking account gives smooth get admission to your money on your everyday transactional needs and facilitates keeping your coins cozy. clients can commonly use a debit card or exams to make purchases or pay payments. money owed may have special alternatives to help keep away from the month-to-month provider fee.
here, we have,
A transaction account, also called a bank account, chequing account, present-day account, call for a deposit account, or share draft account at credit score unions is a deposit account held at a financial institution or other monetary organization.
given that,
Devonte is balancing his checking account. His account statement does not include a deposit of $107.00 that he made on November 1st.
from the given data ,
so, we get,
Devonte’s actual account balance is $1,330.26.
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Please solve with working really appreciate it
Answer:
all work is shown and pictured
write an equation of a line parallel to y = 5x + 4 that passes through (-1, 2)
Answer:
[tex]y=5x+7[/tex]
Step-by-step explanation:
step 1
Find the slope of the line parallel to the given line
we know that
If two lines are parallel, then their slopes are equal
The equation of the given line is [tex]y=5x+4[/tex]
The slope of the given line is [tex]m=5[/tex]
so
The slope of the line parallel to the given line is also [tex]m=5[/tex]
step 2
Find the equation of the line parallel to the given line
The equation of the line in point slope form is
[tex]y-y1=m(x-x1)[/tex]
we have
[tex]m=5[/tex]
[tex]point\ (-1,2)[/tex]
substitute
[tex]y-2=5(x+1)[/tex]
step 3
Convert to slope intercept form
Isolate the variable y
[tex]y-2=5x+5[/tex]
[tex]y=5x+5+2[/tex]
[tex]y=5x+7[/tex]
What is an equation of the line that passes through the point (-6,-2) and is parallel to the line 2x-3y=12?
Answer:
y=2/3x+2
Step-by-step explanation:
2x-3y=12
3y=2x-12
y=2/3x-12/3
y=2/3x-4
----------------
y-y1=m(x-x1)
y-(-2)=2/3(x-(-6))
y+2=2/3(x+6)
y=2/3x+12/3-2
y=2/3x+4-2
y=2/3x+2
90 PTS HELP
Maria has already written 2/5 of her 1,000 word essay. If she continues writing at the same pace of 6 words per minute, which expression shows the amount of time it will take her to write the rest of the essay?
Answer:
[tex]\frac{(\frac{3}{5}*1000) }{6}[/tex]
Step-by-step explanation:
First, let's find out how many words Maria has left to write. If she has already finished 2/5 of her essay, she has 3/5ths left to write. We can do 3/5 times 1000 to find out how many words are left.
[tex]\frac{3 }{5} * \frac{1000}{1}[/tex]
[tex]\frac{3000}{5}[/tex]
[tex]600[/tex]
Thus, there are 600 words left to write.
Now to find the amount of time, we can find how take to write 600 words at a pace of 6 words per minute by dividing 600 by 6.
[tex]\frac{600}{6}[/tex]
[tex]100[/tex]
It will take 100 minutes for Maria to write the rest of her essay. Now let's think about an expression that tells us this information. It sounds like your questions is supposed to have options, but I doesn't seem like you've posted them, no worries however.
So first, the amount she has left to write.
[tex](\frac{3}{5} * 1000)[/tex]
We know this is 600, but we don't have to simplify it for the expression.
Now thinking back to how we found the time, we can divide this '600' by 6.
[tex]\frac{(\frac{3}{5}*1000) }{6}[/tex]
This is the expression that shows the amount of time it will take to write the rest of the essay.
[tex]\frac{((1-(\frac{2}{5})*1000) }{6}[/tex] is also a valid solution.
Final answer:
Maria has 600 words left to write in her essay, and at 6 words per minute, it will take her 100 minutes to finish writing the remaining part.
Explanation:
Maria has written 2/5 of her essay, which means she has written 400 words (2/5 of 1,000 words). To find out how long it will take her to write the remaining 3/5 of her essay, we need to calculate 3/5 of 1,000 words, which is 600 words. If she writes at a pace of 6 words per minute, we can find the time by dividing the remaining number of words by her writing pace.
The expression that shows the amount of time it will take her to finish the essay is:
(Total remaining words) / (Words per minute)
= (3/5 of 1,000) / 6
= 600 / 6
= 100 minutes
The angels of elevation of a ladder against a wall is 60 degree and the foot of the ladder is 4.6 m away from the wall.The length of the ladder is
Answer:
The length of the ladder is 9.2 meters
Step-by-step explanation:
Given as :
The angels of elevation of a ladder against a wall = 60°
The Distance of the foot of the ladder fro the wall = d = 4.6 meters
Let The length of the ladder = h meters
Now, According to question
cos angle = [tex]\dfrac{\textrm base}{\textrm hypotenuse}[/tex]
Or, cos 60° = [tex]\dfrac{\textrm d}{\textrm h}[/tex]
Or, 0.5 = [tex]\dfrac{\textrm 4.6}{\textrm h}[/tex]
∴ h = [tex]\dfrac{\textrm 4.6}{\textrm 0.5}[/tex]
i.e h = 9.2
So,The length of the ladder = h = 9.2 meters
Hence The length of the ladder is 9.2 meters Answer
²_4
Which shows all the critical points for the inequality
y x2-5x+6
2
x = -2 and x = 2
x = 2 and x = 3
x=-3. x= -2, and x = 2
x = -2, x = 2, and x = 3
D. x = –2, x = 2, and x = 3
Please correct me If I'm wrong, I did the math myself and this is what I got.
Please help !!
A bicycle manufacturing company makes a particular type of bike. Each child bike requires 4 hours to build and 4 hours to test. Each adult bike requires 6 hours to build and 4 hours to test. With the number of workers, the company is able to have up to 120 hours of building time and 100 hours of testing time for a week. If c represents child bikes and a represents adult bikes, determine which system of inequality best explains whether the company can build 20 child bikes and 6 adult bikes in the week. (2 points)
a
No, because the bike order does not meet the restrictions of 4c + 6a ≤ 120 and 4c + 4a ≤ 100
b
No, because the bike order does not meet the restrictions of 4c + 4a ≤ 120 and 6c + 4a ≤ 100
c
Yes, because the bike order meets the restrictions of 4c + 6a ≤ 120 and 4c + 4a ≤ 100
d
Yes, because the bike order meets the restrictions of 4c + 4a ≤ 120 and 6c + 4a ≤ 100
Which equation has no solution?
Answer:
The second choice
Step-by-step explanation:
Answer:
|4x-2| = -6
Step-by-step explanation:
recall that the absolute value of anything must be greater or equal to zero (i.e 0 or positive).
in the first option, we can see that the absolute value of the expression (4x-2) gives a negative number. This violates our definition above hence it cannot be true.
which of the following expressions is equal to -x^2-4
Answer:
-(x^2+4)
Step-by-step explanation:
Answer:
(-x-2i)(x-2i)
Step-by-step explanation:
Write an algebraic expression that is the quotient of a variable term and a constant.
Each side of a square has a length of 5x. Use your area expression to find the area of the square when x = 2.2 centimeters. Show your work.
Write an algebraic expression that is the quotient of a variable term and a constant
Answer:The algebraic expression that is the quotient of a variable term and a constant is [tex]quotient = \frac{x}{5}[/tex]
Solution:In arithmetic, a quotient is the quantity produced by the division of two numbers
Here given in question that quotient of a variable term and a constant
So the quotient produced by division of variable term and constant
A variable is a special type of amount or quantity with an unknown value. Though it can be anything, you often see letters like x or y as variables in algebraic equations
Let the variable term be "x"
Constants are the terms in the algebraic expression that contain only numbers
Let the constant be "5" (Note that it can be any number, here we choose 5)
So the quotient of a variable term and a constant is:
An algebraic expression is a mathematical expression that consists of variables, numbers and operations.
[tex]quotient = \frac{\text{ variable term}}{constant}[/tex]
[tex]quotient = \frac{x}{5}[/tex]
[tex]quotient = x \div 5[/tex]
Question:Each side of a square has a length of 5x. Use your area expression to find the area of the square when x = 2.2 centimeters. Show your work.
Answer:The area of square is 121 square centimeter
Solution:
Given that each side of square has length of 5x
The area of square is given as:
[tex]\text{ area of square }= (side)^2[/tex]
[tex]\text{ area of square} = (5x)^2\\\\\text{ area of square} = 25x^2[/tex]
Given x = 2.2 centimeter
[tex]\text{ area of square} = 25(2.2)^2 = 25 \times 4.84 = 121[/tex]
Thus area of square is 121 square centimeter
Final answer:
An algebraic expression x/3 is provided as an example, and the area of a square with side length 5x is calculated when x = 2.2 cm.
Explanation:
Algebraic expression: An example of an algebraic expression that is the quotient of a variable term and a constant is x/3, where x is the variable term and 3 is the constant.
Finding the area of a square: Given that each side of a square is 5x, the area is found by squaring the side length. So, Area = (5x)^2 = 25x^2.
Calculating the area when x = 2.2 cm: Substituting x = 2.2 into the area expression gives 25*(2.2)^2 = 25*4.84 = 121 cm².
Which is an exponential decay function?
f(x)=3/4(7/4)^x
f(x)=2/3(4/5)^-x
f(x)=3/2(8/7)^-x
f(x)=1/3(-9/2)^x
Answer: c
Step-by-step explanation:
Answer:
f(x)=3/2(8/7)^-x
Step-by-step explanation:
If you turn the fractions into decimals ([tex]\frac{3}{2}(\frac{8}{7} )[/tex]^-x = 1.5(1.14)^-x), put that number into y= in your graphing calculator and press graph you will be able to see, verses the other functions, that the line decreases.
An escalator lifts people to the second floor of a building, 20 ft
above the first floor. The escalator rises at a 30° angle. To the
nearest foot, how far does a person travel from the bottom to
the top of the escalator?
The person has to travel 40 feet from the bottom to the top of the escalator
Solution:
Given that escalator lifts people to the second floor of a building, 20 ft
above the first floor
The escalator rises at a 30° angle
To find: Distance person travel from the bottom to the top of the escalator
The above scenario forms a right angled triangle where the escalator follows the path of the hypotenuse.
The diagram is attached below
In the right angled triangle ABC,
AC represents Distance person travel from the bottom to the top of the escalator
AB = 20 feet
angle ACB = 30 degree
We know that,
[tex]sin \theta = \frac{opposite}{hypotenuse}[/tex]
[tex]sin 30 = \frac{20}{AC}[/tex]
[tex]\frac{1}{2} = \frac{20}{AC}\\\\AC = 20 \times 2 = 40[/tex]
So the person has to travel 40 feet from the bottom to the top of the escalator
what kind of solution is this 13x-5=-5+13x
A.
Conditional, there is one solution: m=8
B.
Identity, there are infinite solutions; all real numbers are the solution.
C.
Inconsistent, there are no solutions to the equation
Answer:
B.
Step-by-step explanation:
Try solving:
13x - 5 = - 5 + 13x
13x - 13x = -5 + 5
0 = 0.
Therefore it is an identity.
We could make x any real value and the identity would hold.
The given equation 13x - 5 = -5 + 13x is an identity with infinite solutions. The option B is correct.
The given equation is 13x - 5 = -5 + 13x. To determine what kind of solution this equation has, we should simplify and solve for x. Starting by adding 5 to both sides of the equation to cancel out the -5, we get 13x = 13x. This results in the terms involving x on both sides of the equation being identical. Hence, no matter what value of x we substitute, the equation will always hold true.
Therefore, the equation represents an identity, meaning that it is true for all real numbers and there are infinite solutions. This is because subtracting or adding equal amounts on both sides of an equation does not change its solutions, leading to an expression of an identity.